Chapter 11 - Integrating Problem-Solving and Educational Software

One of the many ways to integrate technology into the classroom is through the use of problem-solving and educational software. There are several benefits to these types of software. Problem-solving software programs help teachers implement the student-centered, constructivist method of instruction with activities that students actually want to participate in. As students interact with the software they use critical thinking skills to make decisions and solve problems, which help them construct their own knowledge and learn the material (Thanasoulas, 2002). They are motivated to apply these 21st century thinking skills in order to "win" the game. Most of the programs include individualized feedback which allow students to learn from their mistakes. Investigations into this type of software have shown that it improves student performance (Morrison Lowther, 2010).

While interacting with educational software, students are engaged in practicing fundamental skills and reviewing content that is aligned with state curriculum standards. Some of these programs also provide students with feedback and teachers with individualized student assessments. Studies suggest that continued use of this type of software can lead to performance improvement, especially in mathematics (Morrison & Lowther, 2010, p. 285-286).

Although this software can be a tremendous asset to teachers, they must evaluate the programs to ensure that they choose those that are worth the time and money invested in them. Since there is an overwhelming number of programs available, it is advisable for teachers to narrow down their focus to those that have already been rated highly and objectively. Teachers should also choose software that is appropriate for their grade level, includes accurate content, and whose functions align with the objectives they want students to achieve. At this point, instructors can use evaluation forms to review the software themselves and reflect upon how it will benefit their particular class (Morriston & Lowther, 2010).

While planning the integration of problem-solving and/or educational software into the classroom, there are additional steps to consider. These components include the relationship of the software functions to the objectives, research and analysis, results presentation, and the activities during, before, and after using the computer (Morrison & Lowther, 2010, p. 292). When creating an NTeQ lesson plan it is essential to find a direct connection between the function of the software and the lesson objectives. Teachers must figure out how the students will use the software to achieve the goal(s) of the lesson. The research and analysis phase of planning concerns what, if any data the students will be collecting and how it will be manipulated and examined. This step leads directly into the next which is for the teacher to determine how the students will use the computer software to present the results. This presentation can be very helpful in allowing students to visualize and analyze the results. The next three steps are also unique and critical to planning an NTeQ lesson. Instructors must first decide what the students will be doing on the computer, before they can establish what preparations need to made beforehand. It is always helpful if the teacher actually performs the computer functions him/herself while determining what activities will be necessary for the lesson to be successful. Once these two steps are completed, the instructor must plan what students will do after using the computer. These supplemental activities can both solidify understanding of the material as well as deepen critical thinking. Students may even develop additional problems to solve with further lessons (Morrison & Lowther, 2010).

References

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer
       technology into the classroom: skills for the 21st century.
       (4th ed.). Boston: Pearson.

Thanasoulas, D. (2002, November). Constructivist learning. Karen's
       linguistics issues, Retrieved June 14, 2011 from
       http://www3.telus.net/linguisticsissues/constructivist.html